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The Bulletin of the Adyghe State University. Series «Pedagogy and Psychology» |
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#3 / 2022GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATIONGrebennikova V.M., Emelianenko V.N.INFLUENCE OF PERFECTIONISM OF INTELLECTUALLY GIFTED ADOLESCENTS ON THE PECULIARITIES OF THEIR INTERACTION WITH SUBJECTS IN THE EDUCATIONAL PROCESS
The paper discusses the social education of intellectually gifted adolescents. As a factor determining the characteristics of their social development, the authors consider the perfectionism of intellectually gifted adolescents, their desire for excellence and high achievements. The publication presents the results of an empirical study focused on identifying the features of the influence of different types of perfectionism on the nature of the interaction of intellectually gifted adolescents with the subjects of the educational process: with teachers, parents, peers (classmates). The study involved 196 adolescents, characterized by explicit and latent intellectual giftedness, with a high IQ and a high level of general mental abilities, but varying degrees of severity of learning motivation. As a result of the study, the interrelationships between the perfectionism of intellectually gifted adolescents and the type of their communicative orientation were disclosed, and the features of the influence of perfectionism of intellectually gifted adolescents on the perception of teachers, parents and classmates of their attitude towards them and the nature of interpersonal interaction between them were revealed. The research shows that one of the important trends of pedagogical support for the social development of intellectually gifted adolescents is to reduce the level of their perfectionism associated with the egocentric tendencies of their personality and perception of them as suspicious, selfish, stubborn and persistent people who withdraw and insulate themselves from the entire social environment.
PREVENTION OF SCHOOL SHOOTING IN EDUCATIONAL INSTITUTIONS AS THE MAIN AREA OF PROFESSIONAL ACTIVITY OF PSYCHOLOGICAL AND PEDAGOGICAL SERVICE SPECIALISTS
In the modern socio-cultural conditions of globalization and informatization, new types of destructive behavior are being formed among the adolescents and young people. Thus, one of the extreme forms of aggression in educational institutions is school shooting. Some researchers consider school shooting as the armed attack, planned and organized in/on the territory of an educational institution (at any level) by one or more students with the aim of mass murder. Other researchers consider school shooting as a shooting committed on the territory of an educational organization or at a school event by a student or students enrolled or recently graduated from an educational organization, as a result of which there are two or more victims. The effectiveness of preventive work to prevent acts of school shooting in the educational environment is determined primarily by the professional readiness of the specialist. Within the framework of this work, we tried to consider the substantive characteristics of the readiness of specialists of the psychological and pedagogical service for the prevention of school shooting in the school environment. A primary cross-section of the following groups of test subjects was conducted: second- and third-year students training in the direction 44.03.02 "Psychological and pedagogical education" at the Adyghe State University (Maykop) and Volgograd State Socio-Pedagogical University (Volgograd), as well as students of grades 9-11 of Secondary School No. 1 in aul Koshekhable, Koshekhablsky district, Republic of Adyghea.
THE ROLE OF MUSIC IN STUDENTS EMOTIONAL DEVELOPMENT
This paper discusses the use of music education for various purposes: from musical talent development to therapy for mentally retarded children. Therefore, the main thing in music education should be the formation of emotional sphere and love for musical culture development rather than the further development of the students’ musical talent.
The 21st century musical pedagogy has done a lot in this direction. The main thing in pedagogical activity is active communication with music in sparing mode, in which the degree of responsibility for the result increases gradually, and the learning process takes place naturally, without using compulsion.
Numerous studies in the field of music education show that musical talent is necessary for a further professional career. However, for a harmoniously developed personality, understanding of music, presence of musical culture and the ability to appreciate a particular piece of music are necessary. For that, students need motivation and social support to achieve success in music. Family environment, general musical culture, and individual interest are very important for effective and successful musical education. They play a much greater role than the abilities for music, the mere presence of which cannot guarantee creative success without an effort. Modern psychological and pedagogical methodologies are aimed at developing children’s emotional background through music and at overcoming psychological fears and clamps. That is why the music lessons can be used as a developmental therapy for children with mental retardation or with an autism spectrum disease. They help to form communication skills and expand child's interaction scope, teach to overcome not only emotional stress, but also muscle clamps, affect the child's fine and gross motor skills, if the child dances to music or just beats the rhythm.
TECHNOLOGY FOR THE PREVENTION OF SUICIDAL BEHAVIOR AMONG GIFTED ADOLESCENTS
The problem of prevention of suicidal behavior among gifted adolescents remains one of the most acute problems in modern realities. Adolescence is the most unstable to life stresses, therefore teenagers are not always able to assess the situation sensibly on their own, solve the problem and assess its scale and consequences. In addition, a gifted teenager, due to his intellectual or creative differences from other teenagers, is more likely to face socio-psychological problems. The aim of the study is to theoretically substantiate and develop a technology for the prevention of suicidal behavior among gifted adolescents. The system-forming idea of the developed technology is the formation of social and personal viability in gifted adolescents - a personal resource for coping with suicidal ideological manifestations. For successful social adaptation, adolescents need personal qualities that contribute to overcoming life difficulties, constructive interaction with people around them, responsible attitude to their lives and the lives of people around them. Suicide preventive work with gifted adolescents is a set of measures aimed at providing assistance and support to this category of children. This is a multifaceted work, which implies the complete or partial elimination of problems and difficulties that arise in adolescents in the process of their socialization by means of organizing training activities to overcome adolescents' fears and complexes; providing social, psychological, legal, medical assistance to a teenager. The paper presents the results of the ascertaining stage of the experiment. The ascertaining experiment was conducted based on the Republican Natural Science-Mathematical School and the Regional Center for the Identification and Support of Gifted Children "Polaris-Adyghea" in the Republic of Adyghea, in Maykop.
FORMATION OF PROFESSIONAL SELF-DETERMINATION IN PUPILS OF SPECIAL EDUCATIONAL ORGANIZATIONS OF A CLOSED TYPE
According to the Federal State Educational Standard of General Education, the main task facing the education system is to prepare students for a conscious choice of further education, professional self-determination, and professional activity. In fact, this task of forming students' readiness for professional self-determination acquires additional social significance for children with deviant behavior, because their professional self-determination after graduation from special educational institutions is a necessary condition for their successful socio-pedagogical rehabilitation. At the same time, psychological and pedagogical research has a large number of developed methods and tools for the formation of a "norm group" of readiness for professional self-determination in adolescents, but these developments are not fully suitable for working with deviant adolescents – pupils of special educational institutions of a closed type. It is also particularly difficult to combine the formation of readiness for professional self-determination with their socio-pedagogical rehabilitation among pupils of special educational institutions of a closed type. In most modern studies, the problem of professional self-determination of adolescents who find themselves in a difficult life situation and stay in special educational institutions is actually being developed based on modernization of traditional career guidance work organized at a comprehensive school, which contributes little to their socio-pedagogical rehabilitation. Within the framework of this work, we describe the technology of formation of readiness for professional self-determination in adolescents with deviant behavior in the conditions of special educational institutions of a closed type.
THE RAE CENTER IN THE ADYGHEA REPUBLIC AND THE ORGANIZATION OF SYSTEMIC WORK WITH GIFTED CHILDREN AND ADOLESCENTS
Early identification and development of giftedness among the younger generation is the driving force behind the improvement of the education system in the world. Each member of society is unique in its own way, possessing certain abilities and special characteristics. The development and improvement of these abilities begins in early childhood, when the child begins to explore and learn about his environment. The question arises about the further development of the child, which involves systemic work at various levels. In this work, the basis is the complex interaction of various institutions of the educational environment, aimed at the comprehensive development of young talents, their successful adaptation in society, the formation and education of a citizen who is ready to make decisions and be responsible for them. This approach is the main one when interacting with this contingent of children and adolescents. Gifted children and adolescents, as a special group, require the teacher to have certain competencies and characteristics that require knowledge and possession of various forms, tools and technologies of teaching.
This paper reflects the results of a statistical study in which gifted adolescents from secondary schools in the city of Maikop took part. In the course of the study, the levels of formation of the social and personal viability of students were studied, the levels of manifestation of creativity in various subjects were determined, and recommendations-principles for organizing systemic work with gifted children were given. An analysis of the existing practice of working with gifted children in the Adyghea Republic is being carried out. The role of the Scientific Center of the Russian Academy of Education in the Adyghea Republic in the development of the concept of identifying and supporting gifted children is highlighted. Recommendations and proposals have been made to improve and develop the system of work with gifted children.
METHODOLOGY AND TECHNOLOGY OF VOCATIONAL EDUCATIONGomzyakova I.P., Kirtava G.T.A FUTURE COACH’S PROFESSIONAL SELF-DEVELOPMENT
The relevance of the chosen topic is due to the need to form the skills of professional self-development of the future coach and the insufficient development of the structure, content and methodological support of professional self-development. Currently, the labor market needs specialists with the skills of self-actualization, self-analysis, and self-education. These skills are largely determined by the level of professional self-development and are included in its content. Self-development is closely related to self-education, since the person himself establishes the goal and tasks. Also, the key point of professional self-development is the problem of motivation. The professional self–development of the future coach includes three inextricably linked and complementary components - activity, motivational, reflexive. Research on this problem requires the development of the content of the coach's self-development activities and their implementation into practice. The purpose of the study was to develop and experimentally substantiate a model of professional self-development of a future coach. It was assumed that the developed model of professional self-development of the future coach would contribute to increasing students' motivational, activity and reflexive components for self-development activities through the formation of relevant knowledge, competences, skills and needs. It was revealed that the components of professional self-development of a future coach should be considered in the system. The features of the interrelationships of the levels of motivation and reflection of future coaches are considered. As a result of the study of the content of the components of professional self-development, positive statistically significant changes were found. The ways of organizing the process of professional self-development of the future coach are determined. They should be considered in the system of activity, motivational and reflexive components of professional self-development.
CONCEPTUAL ELEMENTS OF STRUCTURAL ANALYSIS OF CONTEXTUAL SITUATIONS IN THE SYSTEM OF PROFESSIONAL TRAINING OF MIDDLE-LEVEL LAWYERS
The paper provides an analysis of theoretical approaches to defining contextual situations as a scientific phenomenon and object of pedagogical design. The typology of contexts is structured based on fundamental set theory, where each element reflects a specific feature, with each structural element being concatenated with the next and representing a single system of interconnected components. The objects that make up the classification structure must not exclude each other, cannot belong to different groups at the same time, and must relate to the nature of the entire area for which this classification is developed and in which it exists.
The author highlights the levels, sub-levels of objects division within the classification based on the general scientific method of systematization of objects of pedagogical reality, and principles of a contextual approach in conditions of inter-subject integration. The features and structure of problematic situations in the professional field of inclusive culture are described. Existing options for constructing various classifications of problematic practical-oriented tasks in current researches of the humanities are presented.
Based on systematized theories, the nature and essence of the concept "contextual situation in the system of professional training of mid-level lawyers" is disclosed. A classification of contextual situations has been developed, which should be used in the process of high-quality professional training of a lawyer in the system of secondary professional education. A description of the basic types of contextual situations is given in accordance with the levels of professional competencies of the future mid-level lawyer.
GENERAL PSYCHOLOGY, PERSONALITY PSYCHOLOGY, HISTORY OF PSYCHOLOGYTikhomirova L.S., Chernousova A.S.SOCIAL AND COMMERCIAL ADVERTISING: THE FEAR FACTOR VERBALIZATION (USING TEXTS FROM PERM AS AN EXAMPLE)
The advertising text in modern research is considered in different aspects: structural, linguostylistic, linguoculturological, etc. The technique of speech emotions, as a generator of an advertising message, remains not fully understood, as evidenced by a study on the emotions of fear. This paper examines the emotion of fear in social and commercial advertising (using the texts from Perm as an example). The purpose of the scientific article is to psycholinguistically describe the main nominative units of fear in the texts of social and commercial advertising of city signboards. The scientific novelty of the study lies in the fact that for the first time a comprehensive description of the social and commercial advertising text of a signboard is presented as a special speech genre; based on a multi-aspect analysis, speech tactics of the effectiveness / ineffectiveness of the impact of advertising on the consumer are revealed. In addition, the work was carried out on regional factual material (texts of Perm signboards). The publication presents the factors influencing the formation of the emotion of fear in the consumer when perceiving the advertising text. The types of evaluation of the feeling of fear in the advertising text by Perm citizens of different age categories are determined. The content of the study is focused on the systematization of approaches to the study of feelings of fear in socially significant situations for the consumer. The author formulates recommendations for the effective and lawful use of speech units representing fear, according to the laws of legal ethics. The results of the research can be successfully applied as a theoretical basis for training specialists in the field of advertising science, as well as in the practice of communication theory.
THE INFLUENCE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY ON STUDENTS' PSYCHOLOGICAL COMFORT AND MOTIVATION FOR LEARNING
This paper summarizes the results of a research aimed at studying the impact of the transition to distance learning using information and communication technologies (ICT) in the educational process on the psychological comfort of students at the Adyghe State University of the direction "Psychological and Pedagogical Education". In the course of the study, we used a set of complementary research methods: theoretical, empirical, statistical, as well as private methods to assess the level of anxiety, sociability, motivation for learning and an author's questionnaire to identify the level of psychological comfort of students in distance learning. We suggest that the transition to distance learning may have an impact on the psycho-emotional state and psychological comfort of students: personal and situational anxiety will increase, and the level of motivation for learning and the level of communicative activity of students will decrease. The analysis and interpretation of the data show that in the process of distance learning, the majority of respondents have medium and high values of situational and personal anxiety (43.9% and 47.9%, respectively). Respondents who experienced psychological discomfort because it was necessary to adapt themselves sharply to the new format of education, amounted 59%; respondents for whom it was difficult to organize themselves for the learning process outside the university - 21.7%, as well as respondents who experienced difficulties associated with the material and technical base - 3.5%.
Therefore, when introducing distance learning, it is necessary to take into account a number of possible risks affecting both the quality of the learning process and the psycho-emotional state of students. A necessary condition also, in our opinion, is to take into account the individual and personal characteristics of students in the process of integrating ICT into the educational system in order to strengthen health and create conditions for psychological comfort of students.
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